The Universalist. [volume] (Chicago [Ill.]) 1884-1897, 1887-01-08


child, as it comes from this, to him,
the highest authority deeper and more
lasting the impressions that are re-
ceived from this source more real and
significant becomes a religious truth
when it falls first from the lips of a
parent;-the prayer that is learned at
the mothers knee-how surely it comes
back again with its tender memories
and holy associations-p to
check the world-mad career of one who
would forget all that was just and true
comes back like the music of long
forgotten song, to awaken tender men,
cries of those other and better days
memories that rebuke the wrongs of
the present through their recital of a
better, higher past. For with what sig
nifcance come the lessons of the beau
ties and wonders Of this universe, the
force and the justice of the moral law,
of God the creator, the law maker,
when the father of the household talks
Of these things to his children, as they
gather about him in the home, or as he
walks out with them amid the beauties
and the wonders that are ever present
in some form.
There is period in the life of every
child when his parents are his highest
authority a time when the father
is the ideal man, the mother the ideal
woman,-to be like them is to real
ize everything. This is the formative
period of life, the parents opportunity.
More impressive at this time are the
lessons of the parent, though impaired
in a crude and laundering manner, than
the most valuable lessons impaired by
another, even after the most approved
and modern system of the times. For
that most important change which
comes later to the child when he ques-
lions the judgment and the authority
of his parents, these early years must
be preparatory. If the first twelve
years. work has been carefully done,
nine times out of ten the child is saved
from much and to much, and the pa
rents spared the pain, modification and
disappointment that so often come to
them through their children. In the
religious education of the child, then,
the parent must be first, the home be-
fore the Sabbath-school, in order to
realize the best results. But closely
following the work of the home comes
the work Of the Sabbath school. But,
even when the child has entered upon
the course of instruction given here,
the parents responsibility in the mat
ter of the child's religious culture is far
from ended. Earnest and jldicious
teachers and officers fail of attaining
the best results without that hearty
endorsement and cooperation of the
parents, which is only made effective
by their real interest in the school,
their frequent or occasional appear
ance in it.
In these matters the parent is still
the authority; the best inspirer of
religious life that this child can know.
The true mission of the Sabbath-school
is but to carry forward and supplement
home instruction. 1t is not substitute
for it, it cannot take its place, the school
should not attempt, the parent should
not permit it. But the school, under
favorable conditions, is one of the great
factors of our new civilization, and con-
tains within its possibilities the power
to WELD mighty influence for the
moral, intellectual and spiritual eleva-
ton of the rising generation. It's good
work is apparent upon every hand,
seen in the wide biblical knowledge so
general in these days-a branch of
knowledge, without which ones educa-
ton is deficient; in the large number
of men and women who are leading out
in the great reforms of the day in the
young peoples Christian associations,
in the various charities that have fall
len into the hands of the young. / do
not believe that 1 am claiming too much
for the Sabbath-school when l state
that the incentive for this higher re-
ligious culture, and nobler, larger work
has been discerned and developed largely
through the influence of the Sabbath
school; the stirring words and appeals,
Of the earnest officers and teachers,
who, by example and precept, are lead
ing the children on in the higher way.
Nor does the parents religious duty
to the child end with the home and
Sabbath school instruction. Not only
does the Echild need instruction in
moral and religious truths; not only
does he need enlightening upon many
matters in which the question of right
and duty are involved, but there is an
other department of his nature which
must be awakened and quickened into
new life and actiyity-this, his devo-
tional nature. In the soul of every be-
ing there is an element of reverence,
not a mere sentiment, but principle as
well, which lends to the intellectual and
moral man anew power of appreciation;
which gives to him higher insight by and
through which he is brought into living